An investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studying

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dc.contributor.advisorMeyer, JHFen_ZA
dc.contributor.authorParsons, Philipen_ZA
dc.date.accessioned2015-12-28T06:09:36Z
dc.date.available2015-12-28T06:09:36Z
dc.date.issued1992en_ZA
dc.descriptionIncludes bibliography.en_ZA
dc.description.abstractA number of distinct paradigms exist in the field of research into student learning in higher education. It is inevitable that new research initiatives will adopt one of these paradigms as the primary focus of the investigation. However, the relationship that exists between paradigms is not one of mutual exclusivity; rather it is synergetic in nature with developments in one informing advances in another. The perspective adopted in this thesis research is grounded in the naturalistic investigations into student learning in higher education undertaken by Noel Entwistle and his fellow researchers. When reference is made to this distinctive paradigm it is not to suggest that other researchers, adopting fundamentally different paradigms, have not informed the development of the concepts and ideas that are distinctive to this perspective. Indeed, parallel work undertaken by John Biggs into student motivation and its relation to approaches to studying made a significant contribution to the development of specific aspects of the paradigm, a contribution which may not be explicitly clear to readers unfamiliar with the early development of the Approaches to Studying Inventory. Similarly, the pioneering work on the intellectual development of students in higher education undertaken by William Perry provided an important basis for the refinement of concepts within the paradigm that this thesis research has adopted. Because the work of these researchers is implicitly acknowledged, it is important to stress that their role was at least as important as the role of those whose contributions are more explicitly evident, and who subsequently took their ideas and developed them further within the specific paradigm.en_ZA
dc.identifier.apacitationParsons, P. (1992). <i>An investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studying</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/15995en_ZA
dc.identifier.chicagocitationParsons, Philip. <i>"An investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studying."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1992. http://hdl.handle.net/11427/15995en_ZA
dc.identifier.citationParsons, P. 1992. An investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studying. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Parsons, Philip AB - A number of distinct paradigms exist in the field of research into student learning in higher education. It is inevitable that new research initiatives will adopt one of these paradigms as the primary focus of the investigation. However, the relationship that exists between paradigms is not one of mutual exclusivity; rather it is synergetic in nature with developments in one informing advances in another. The perspective adopted in this thesis research is grounded in the naturalistic investigations into student learning in higher education undertaken by Noel Entwistle and his fellow researchers. When reference is made to this distinctive paradigm it is not to suggest that other researchers, adopting fundamentally different paradigms, have not informed the development of the concepts and ideas that are distinctive to this perspective. Indeed, parallel work undertaken by John Biggs into student motivation and its relation to approaches to studying made a significant contribution to the development of specific aspects of the paradigm, a contribution which may not be explicitly clear to readers unfamiliar with the early development of the Approaches to Studying Inventory. Similarly, the pioneering work on the intellectual development of students in higher education undertaken by William Perry provided an important basis for the refinement of concepts within the paradigm that this thesis research has adopted. Because the work of these researchers is implicitly acknowledged, it is important to stress that their role was at least as important as the role of those whose contributions are more explicitly evident, and who subsequently took their ideas and developed them further within the specific paradigm. DA - 1992 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1992 T1 - An investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studying TI - An investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studying UR - http://hdl.handle.net/11427/15995 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/15995
dc.identifier.vancouvercitationParsons P. An investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studying. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1992 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/15995en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherStudy skillsen_ZA
dc.subject.otherCollege students - Attitudesen_ZA
dc.subject.otherLearning, Psychology ofen_ZA
dc.titleAn investigation into the association between qualitatively different perceptions of the learning context and students' approaches to studyingen_ZA
dc.typeDoctoral Thesis
dc.type.qualificationlevelDoctoral
dc.type.qualificationnamePhDen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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